First Certificatein English

Transcription

1 Experts in Language Assessment First Certificatein English Handbook for teachers for examinations from December 2008 UCLES 2007 EMC/4483/7Y09

2 The First Certificate in English is at Level B2 of the Common European Framework of Reference for Languages: Learning, teaching, assessment published by the Council of Europe FCE content and overview Part/timing Content Test focus 1 READING 1 hour Part 1 Part 2 A text followed by eight multiple-choice questions. A text from which seven sentences have been removed and placed in a jumbled order, together with an additional sentence, after the text. Candidates are expected to show understanding of specific information, text organisation features, tone, and text structure. Part 3 A text or several short texts preceded by 15 multiplematching questions. 2 WRITING 1 hour 20 minutes Part 1 Part 2 One compulsory question. Candidates choose one task from a choice of five questions (including the set text options). Candidates are expected to be able to write nonspecialised text types such as an article, an essay, a letter, an , a report, a review, or a short story, with a focus on advising, apologising, comparing, describing, explaining, expressing opinions, justifying, persuading, recommending, suggesting. 3 USE OF ENGLISH 45 minutes Part 1 Part 2 Part 3 A modified cloze test containing 12 gaps and followed by 12 multiple-choice items. A modified open cloze test containing 12 gaps. A text containing 10 gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word. Candidates are expected to demonstrate the ability to apply their knowledge of the language system by completing a number of tasks. Part 4 Eight separate questions, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given key word. 4 LISTENING Approximately 40 minutes Part 1 Part 2 Part 3 A series of eight short unrelated extracts from monologues or exchanges between interacting speakers. There is one multiple-choice question per extract. A monologue or text involving interacting speakers, with a sentence completion task which has 10 questions. Five short related monologues, with five multiplematching questions. Candidates are expected to be able to show understanding of attitude, detail, function, genre, gist, main idea, opinion, place, purpose, situation, specific information, relationship, topic, agreement etc. Part 4 A monologue or text involving interacting speakers, with seven multiple-choice questions. Part 1 A conversation between the interlocutor and each candidate (spoken questions). Candidates are expected to be able to respond to questions and to interact in conversational English. 5 SPEAKING 14 minutes Part 2 Part 3 An individual long turn for each candidate, with a brief response from the second candidate (visual and written stimuli, with spoken instructions). A two-way conversation between the candidates (visual and written stimuli, with spoken instructions). Part 4 A discussion on topics related to Part 3 (spoken questions).

3 Preface This handbook is for anyone who is preparing candidates for the Cambridge ESOL First Certificate in English examination (FCE). The introduction gives an overview of FCE and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on preparation and example papers. Further information on the examination will be issued in the form of: regular update bulletins an extensive programme of seminars and conference presentations. If you require additional CDs or further copies of this booklet, please ESOLinfo@CambridgeESOL.org Contents Inside front cover 2 University of Cambridge ESOL Examinations 2 The purpose of the review project 3 The process of the project 3 Content of FCE 3 The level of FCE 4 Varieties of English 4 Recognition 6 Course materials 6 Past papers and examination reports 6 Online support 7 General description 7 Structure and tasks 8 The three parts of the Reading paper 8 Preparation 10 Sample paper test 1 18 General description 18 Structure and tasks 19 The two parts of the Writing paper 20 Preparation 21 Task types 23 Sample paper test 1 40 General description 40 Structure and tasks 41 The four parts of the Use of English paper 41 Preparation 53 General description 53 Structure and tasks 54 The four parts of the Listening paper 54 Preparation 56 Sample paper test 1 59 Sample tapescript test 1 75 General description 75 Structure and tasks 76 The four parts of the the Speaking test 77 Preparation 88 FCE Glossary and Acronyms FCE content and overview 2 Key features of Cambridge ESOL examinations 3 Factors affecting the design of the examination 4 Official accreditation in the UK 4 The FCE candidature 4 Marks and results 5 Special circumstances 6 Seminars for teachers 6 Administrative information 6 Further information 13 Answer keys test 1 14 Sample paper test 2 17 Answer keys test 2 17 Candidate answer sheet 26 Sample paper test 2 28 Assessment 29 Cambridge ESOL Common Scale for Writing 30 Sample scripts and mark schemes tests 1 and 2 44 Sample paper test 1 47 Answer keys test 1 48 Sample paper test 2 51 Answer keys test 2 52 Candidate answer sheet 64 Answer keys test 1 65 Sample paper test 2 68 Sample tapescript test 2 73 Answer keys test 2 74 Candidate answer sheet 79 Sample paper test 1 83 Sample paper test 2 86 Assessment 87 Cambridge ESOL Common Scale for Speaking OVERVIEW OF FCE INTRODUCTION TO CAMBRIDGE ESOL INTRODUCTION TO FCE EXAMINATION CONTENT AND PROCESSING FCE SUPPORT 1 READING PAPER 2 WRITING PAPER 3 USE OF ENGLISH PAPER 4 LISTENING PAPER 5 SPEAKING TEST fce handbook for teachers contents 1

4 Introduction to Cambridge ESOL University of Cambridge ESOL Examinations University of Cambridge ESOL Examinations (Cambridge ESOL) is a part of the Cambridge Assessment Group, which is a department of the University of Cambridge*. It has a tradition of language assessment dating back to 1913, and is one of the world s largest educational assessment agencies. Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English. In 2006, over 2 million people took these examinations at centres in over 140 countries. Cambridge ESOL s systems and processes for designing, developing and delivering examinations and assessment services are certified as meeting the internationally recognised ISO9001:2000 standard for quality management. Cambridge ESOL examinations are suitable for learners of all nationalities, whatever their first language and cultural background, and there are examinations suitable for learners of almost any age. Although they are designed for native speakers of languages other than English, no language related restrictions apply. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young learners and a suite of certificates and diplomas for language teachers. The examinations cover all four language skills reading, writing, listening and speaking. They include a range of tasks which assess candidates ability to use English, so that in preparing for the examinations, candidates develop the skills they need to make practical use of the language in a variety of contexts. Above all, what the Cambridge ESOL examinations assess is the ability to communicate effectively in English. Cambridge ESOL is committed to providing examinations of the highest possible quality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers. Key features of Cambridge ESOL examinations Cambridge ESOL undertakes: to assess language skills at a range of levels, each of them having a clearly defined relevance to the needs of language learners to assess skills which are directly relevant to the range of uses for which learners will need the language they have learned, and which cover the four language skills reading, writing, listening and speaking as well as knowledge of language structure and use *Cambridge Assessment is the operating name for the University of Cambridge Local Examinations Syndicate (UCLES). to provide accurate and consistent assessment of each language skill at the appropriate level to relate the examinations to the teaching curriculum in such a way that they encourage positive learning experiences, and to seek to achieve a positive impact wherever possible to endeavour to be fair to all candidates, whatever their national, ethnic and linguistic background, gender or disability. Cambridge ESOL examinations are designed around four essential qualities: validity, reliability, impact and practicality. Validity is normally taken to be the extent to which a test can be shown to produce scores which are an accurate reflection of the candidate s true level of language skills. Reliability concerns the extent to which test results are stable, consistent and accurate, and therefore the extent to which they can be depended on for making decisions about the candidate. Impact concerns the effects, beneficial or otherwise, which an examination has on the candidates and other users, whether these are educational, social, economic or political, or various combinations of these. Practicality can be defined as the extent to which an examination is practicable in terms of the resources needed to produce and administer it. All these factors underpin the development and production of Cambridge ESOL examinations. Introduction to FCE The First Certificate in English (FCE) was originally offered in Regular updating has allowed the examination to keep pace with changes in language teaching and testing, and the last major revision of FCE took place in Following the successful revision of the Certificate of Proficiency in English (CPE) in 2002 and in light of feedback received, it was decided to review FCE and implement changes as appropriate. The purpose of the review project The purpose of the project was to review FCE in order to ensure that it met the current needs of candidates, teachers, centres and other users in terms of content and length. The aims were to: reflect developments in the field of language teaching and learning reflect developments in Cambridge ESOL s other General English examinations, e.g. the revision of CPE take account of information about candidates gained through the Candidate Information Sheets completed by all candidates at each administration of the examination ensure a thoroughly validated examination define a specific test focus for each part of each paper ensure the examination meets the needs of candidates and other users. 2 fce handbook for teachers introduction to cambridge esol

5 The outcome, in terms of benefits for the various areas and stakeholders, is the result of extensive research and several rounds of consultation with all users, both online and face-toface. The process of the project The project included the following main stages: Data collection, e.g. market information including survey questionnaires sent to candidates, teachers, Oral Examiners and examination administrators; information on candidature collected on Candidate Information Sheets. The development of examination specifications, including the development of the test construct, test content and the definition of the test focuses; the production, editing and trialling of draft task types and materials; the development and trialling of assessment criteria; and research into the validity and reliability of the material and assessment procedures. The production of examination support materials, including public specifications, and training materials for examiners and writers of examination materials. Throughout the project, Cambridge ESOL has gathered feedback on its proposals for the examination by holding meetings with representatives of key ESOL organisations and English language specialists, and by holding consultative seminars with teachers and Directors of Studies. During trialling, teachers and students have been asked to complete questionnaires on trial materials. Factors affecting the design of the examination Analysis of FCE Candidate Information Sheets and FCE market survey questionnaires showed consistent agreement on the kind of candidate taking FCE, on how the examination should reflect candidates needs and interests, and on administrative aspects of the examination. Extensive research was also conducted into the current examination. The design of the updated examination has incorporated the insights provided by this information and aims to provide: coverage of candidates needs and interests coverage of language abilities underlying these needs and interests (in reading, writing, language systems, listening and speaking) reliable assessment (range of testing focuses broadened) positive educational impact ease of examination administration an examination which is more user friendly for candidates in terms of its length. Examination content and processing Content of FCE Cambridge ESOL examinations reflect a view of language proficiency in terms of a language user s overall communicative ability; at the same time, for the purposes of practical language assessment, the notion of overall ability is subdivided into different skills and subskills. This skills and components view is well established in the language research and teaching literature. Four main skills of reading, writing, listening and speaking are recognised, and each of these is assessed in a test component of the same name. Reading and listening are multidimensional skills involving the interaction of the reader/listener s mental processing capacities with their language and content knowledge; further interaction takes place between the reader/listener and the external features of the text and task. Purpose and context for reading/listening shape these interactions and this is reflected in the FCE Reading and Listening components through the use of different text and task types which link to a relevant target language use context beyond the test. Writing ability is also regarded as a linguistic, cognitive, social and cultural phenomenon that takes place in a specific context and for a particular purpose. Like Reading and Listening, FCE Writing involves a series of complex interactions between the task and the writers, who are required to draw on different aspects of their knowledge and experience to produce a written performance for evaluation. Like Writing, Speaking involves multiple competences including vocabulary and grammatical knowledge, phonological control, knowledge of discourse, and pragmatic awareness, which are partially distinct from their equivalents in the written language. Since speaking generally involves reciprocal oral interaction with others, Speaking in FCE is assessed directly, through a face-to-face encounter between candidates and examiners. A fifth test component in FCE (Use of English) focuses on the language knowledge structures or system(s) that underpin a user s communicative language ability in the written medium; these are sometimes referred to as enabling (sub)skills and include knowledge of vocabulary, morphology, syntax, punctuation, and discourse structure. Each of these five test components in FCE provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can do at this level. The level of FCE FCE is at Level B2 of the Council of Europe Common European Framework of Reference for Languages, and a description of this level is given below in terms of: what material learners can handle what learners can be expected to be able to do. fce handbook for teachers examination content and processing 3

6 The type of material an FCE candidate can deal with At this level, a learner should be able to handle the main structures of the language with some confidence, demonstrate knowledge of a wide range of vocabulary, and use appropriate communicative strategies in a variety of social situations. Their understanding of spoken language and written texts should go beyond being able to pick out items of factual information, and they should be able to distinguish between main and subsidiary points and between the gist of a text and specific detail. They should be able to produce written texts of various types, showing the ability to develop an argument as well as describe or recount events. What an FCE candidate can do Examinations at Level B2 are frequently used as proof that the learner can do office work or take a course of study in the medium of the language being learned. Learners at this level can be assumed to have sufficient ability to operate effectively in English in many clerical, secretarial and managerial posts. The ALTE Can Do Project The Association of Language Testers in Europe (ALTE) has developed a framework which covers five levels of language proficiency aligned to the Council of Europe Common European Framework of Reference for Languages. (See Table 1.) Research carried out by ALTE has shown what language learners can typically do at each level. Table 2 (overleaf) gives some examples at FCE level of typical general ability plus ability in each of the skill areas and in a range of contexts. Table 1 Cambridge Main Suite ALTE levels CEF levels Certificate of Proficiency in English 5 C2 Certificate in Advanced English 4 C1 First Certificate in English 3 B2 Preliminary English Test 2 B1 Key English Test 1 A2 Varieties of English Candidates responses to tasks in the Cambridge ESOL examinations are acceptable in varieties of English which would enable candidates to function in the widest range of international contexts. Candidates are expected to use a particular variety with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word in the same written response to a given task. Recognition FCE has widespread recognition in commerce and industry, e.g. for public contact or secretarial work in banking, airlines, catering, etc. Many universities and other educational institutions recognise FCE for English language entrance requirements. More information about recognition is available from centres, British Council offices, Cambridge ESOL and from Official accreditation in the UK FCE has been accredited by the Qualifications and Curriculum Authority (QCA), the statutory regulatory authority for external qualifications in England, and its counterparts in Wales and Northern Ireland at Level 1 in the National Qualifications Framework, under the title Cambridge ESOL Level 1 Certificate in ESOL International. The FCE candidature Information is collected about FCE candidates at each session, when candidates fill in a Candidate Information Sheet. The candidates for FCE come from a wide range of backgrounds and take the examination for a number of different reasons. The following points summarise the characteristics of the current FCE candidature. Nationality FCE is taken by candidates throughout the world in about 100 countries, although the total number of nationalities represented in the candidature is over 200. The majority of these candidates enter for FCE in European and South American countries. Age and Gender The majority of candidates are aged between 15 and 17. About 58% of the candidates are female. Education Most candidates are students, although there are considerable differences in the proportion of students in different countries. Preparation A large proportion of candidates (about 88%) undertake a preparatory course before taking the examination. Reasons for taking FCE Candidates reasons for wanting an English language qualification are roughly distributed as follows: to gain employment (32%) for further study (26%) out of personal interest (11%) other (31%). Marks and results A candidate s overall FCE grade is based on the total score gained by the candidate in all five papers. It is not necessary to achieve a satisfactory level in all five papers in order to pass the examination. All the papers are equally weighted, each contributing 40 marks to the examination s overall total number of 200 marks. 4 fce handbook for teachers examination content and processing

7 Table 2 Can Do summary Typical abilities Listening and Speaking Reading and Writing Overall general ability CAN follow a talk on a familiar topic. CAN scan texts for relevant information. CAN keep up a conversation on a fairly wide range of topics. CAN make notes while someone is talking, or write a letter including non-standard requests. Social & Tourist CAN ask for clarification and further explanation, and is CAN read the media for information quickly and with good likely to understand the answer. understanding. CAN keep up a conversation on a fairly wide range of topics. CAN express opinions and give reasons. Work CAN ask for factual information and understand the answer. CAN understand the general meaning of non-routine letters CAN express own opinion, and present arguments to a and understand most of the content. limited extent. CAN write a simple report of a factual nature and begin to evaluate, advise, etc. Study CAN answer predictable or factual questions. CAN make simple notes that are of reasonable use for essay or revision purposes, capturing the most important CAN check that all instructions are understood. points. CAN present arguments, using a limited range of expression (vocabulary, grammatical structures). Results are reported as three passing grades (A, B and C) and two failing grades (D and E) and are set according to the following information: statistics on the candidature statistics on the overall candidate performance statistics on individual items, for those parts of the examination for which this is appropriate (Papers 1, 3 and 4) advice, based on the performance of candidates and recommendations of examiners, where this is relevant (Papers 2 and 5) comparison with statistics from previous years examination performance and candidature. Candidates are issued with statements of results approximately two months after the examination has been taken. These include the grades awarded, a graphical display of the candidate s performance in each paper (shown against the scale Exceptional Good Borderline Weak), and a standardised score out of 100 (which is converted from the aggregate mark of 200). This score allows candidates to see exactly how they performed. It has set values for each grade, allowing comparison across sessions of the examination: Grade A = marks Grade B = marks Grade C = marks Grade D = marks Grade E = 54 marks or below. This means that the score a candidate needs to achieve a passing grade will always be 60 Certificates are issued to candidates gaining a passing grade (A, B or C), approximately six weeks after the issue of statements of results. Certificates are not issued to candidates awarded the failing grades D and E. Special circumstances Special circumstances covers three main areas: special arrangements, special consideration and malpractice. Special arrangements: These are available for candidates with a permanent or long-term disability, such as a visual or hearing difficulty, or a temporary difficulty such as a broken hand, or ear infection affecting a candidate s ability to hear clearly. They may include extra time, separate accommodation or equipment, Braille transcription, etc. Consult the Cambridge ESOL Local Secretary in your area for more details as soon as possible. Special consideration: Cambridge ESOL will give special consideration to candidates affected by adverse circumstances immediately before or during an examination. Special consideration can be given where an application is sent through the centre and is made within 10 working days of the examination date. Examples of acceptable reasons for giving special fce handbook for teachers examination content and processing 5

8 consideration are in cases of illness or other unexpected events. Malpractice: Cambridge ESOL will consider cases where candidates are suspected of copying, collusion or breaking the examination regulations in some other way. Results may be withheld because further investigation is needed or because of infringement of regulations. Centres are notified if a candidate s results have been investigated. Seminars for teachers Cambridge ESOL offers a wide range of seminars designed for teachers concerned with the examinations; some are also suitable as introductions for administrators, school directors, etc. Some seminars are intended to provide information and support for teachers who are familiar with the examinations, and others can be used to introduce teachers to established examinations and also to new or revised examinations. Contact Cambridge ESOL Information for further details. FCE support Course materials A number of coursebooks and practice materials are available from publishers. A list of UK publishers which produce material related to the examinations is available from Cambridge ESOL Information and is on the Cambridge ESOL website. FCE requires an all-round language ability and this should be borne in mind when selecting course materials. Most coursebooks will need to be supplemented; care should be taken to ensure that coursebooks and practice materials selected accurately reflect the content and format of the examination. N.B. Cambridge ESOL does not undertake to advise on textbooks or courses of study. Administrative information The FCE examination will be offered three times a year in March, June and December. Candidates must enter through a recognised centre. Further information Copies of the Regulations and details of entry procedure, current fees and further information about this and other Cambridge examinations can be obtained from the Cambridge ESOL Local Secretary in your area, or from the address on the back cover of this handbook. In some areas this information can also be obtained from the British Council. Past papers and examination reports Cambridge ESOL produces past examination papers, which can be used for practice, and examination reports, which provide a general view of how candidates performed overall and on each paper and offer guidance on the preparation of candidates. Details of how you can order past papers and examination reports, and a downloadable order form, are available from The sample question papers included in this handbook have been produced to reflect the format of the examination. However, candidates are strongly advised not to concentrate unduly on working through practice tests and examinations as this will not by itself make them more proficient in the different skills. Online support Cambridge ESOL provides an online resource for teachers, designed to help them understand the examinations better and to prepare candidates more effectively. The Teaching Resources website can be found at In some countries, a dedicated Cambridge ESOL website is available. These websites can be found at for country), e.g. (Greece) (Switzerland). 6 fce handbook for teachers fce support

9 PAPER 1 READING GENERAL DESCRIPTION STRUCTURE AND TASKS Paper format Timing The paper contains three parts, with a range of texts and accompanying comprehension tasks. One part may contain two or more shorter related texts. 1 hour. PART 1 Task type and focus Format Multiple choice. Detail, opinion, gist, attitude, tone, purpose, main idea, meaning from context, text organisation features (exemplification, comparison, reference). A text followed by 4-option multiple-choice questions. No. of parts 3. No. of questions 30. Task types Multiple choice, gapped text, multiple matching. Text types From the following: newspaper and magazine articles, reports, fiction, advertisements, correspondence, messages, informational material (e.g. brochures, guides, manuals, etc.). No. of Qs 8. PART 2 Task type and focus Format No. of Qs 7. Gapped text. Text structure, cohesion and coherence. A text from which sentences have been removed and placed in jumbled order after the text. Candidates must decide from where in the text the sentences have been removed. Length of texts Answer format Marks Approximately words per text. Approximately 2,000 words overall. For all parts of this paper, candidates indicate their answers by shading the correct lozenges on the separate answer sheet. Parts 1 and 2: each correct answer receives 2 marks. Part 3: each correct answer receives 1 mark. PART 3 Task type and focus Format No. of Qs 15. Multiple matching. Specific information, detail, opinion and attitude. A text or several short texts preceded by multiplematching questions. Candidates must match prompts to elements in the text. fce handbook for teachers paper 1: reading 7

10 The three parts of the Reading paper and events through the text as a whole, using their understanding of text coherence and cohesion devices. This task is particularly effective in helping to distinguish between stronger and weaker candidates at FCE level. PART 1 MULTIPLE CHOICE PART 3 MULTIPLE MATCHING In this part, there is an emphasis on detailed understanding of a text, including the expression of opinion, attitude, purpose, main idea, detail, tone and gist. Candidates are also tested on their ability to recognise meaning from context and follow text organisation features, such as exemplification, comparison and reference. Sample tasks and answer keys: pages 10, 13, 14 and 17. Each correct answer in Part 1 receives 2 marks. Part 1 consists of a text, followed by eight 4-option multiplechoice questions which test the understanding of content and text organisation. The text may be taken from, for example, an article or a modern novel. Questions may focus on the main ideas or details in the text, and on the attitudes or opinions expressed. Candidates may also be asked to deduce the meaning of a word or phrase and to demonstrate understanding of references, such as pronouns, within the text. Additionally, questions may focus on the tone of the text or the writer s purpose, as well as the use of exemplification or comparison. These questions may require candidates to infer the meaning from clues in the text, a skill which is an essential part of reading ability. The 4-option multiple choice questions are presented in the same order as the information in the text so that candidates can follow the development of the writer s ideas as they work through the questions. The final question may require candidates to interpret an aspect of the text as a whole. PART 2 GAPPED TEXT In this part, there is an emphasis on text structure, cohesion and coherence, and candidates ability to follow the development of a long text. Sample tasks and answer keys: pages 11, 13, 15 and 17. Each correct answer in Part 2 receives 2 marks. Part 2 consists of one text from which seven sentences have been removed and placed in jumbled order after the text, together with an eighth sentence which does not fit in any of the gaps. Candidates are required to decide from where in the text each sentence has been removed. Each sentence may be used only once, and there is one sentence that candidates do not need to use. The task tests understanding of how texts are structured. Rather than concentrating on individual sentences, candidates need to be able to follow the development of ideas, opinions In this part, there is an emphasis on locating specific information and detail, and recognising opinion and attitude, in one long text or a group of short texts. Sample tasks and answer keys: pages 12, 13, 16 and 17. Each correct answer in Part 3 receives 1 mark. Part 3 consists of one long text or up to six shorter texts, preceded by 15 questions. Candidates are required to locate the specific information which matches the questions. To do this, they need to understand detail, attitude or opinion in the question and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question, and there may be more than one correct answer to some questions. If so, the instructions to candidates will say this. Preparation General The most valuable preparation is to ensure that your students read a wide range of texts both in class and at home. Classroom reading can include a range of reading texts from coursebooks and reading-skills books at this level as well as current articles from newspapers and magazines on topics of interest. With coursebook texts, encourage your students to focus on any pre-reading questions. These stimulate interest in the topic covered by the text and train your students in valuable prediction techniques. Some course books include questions which are to be answered while reading a text. These will help your students to work their way through the text and interpret the meaning of more complex passages. The questions will also involve your students in using different reading strategies. It is useful to encourage your students to be aware of alternative ways of dealing with texts so they can decide which ones suit them best. It is helpful to introduce a programme of reading at home. As part of the homework assignments, a weekly reading scheme could be started. Your students could be asked to provide verbal or written reviews of the texts they have read. These could include graded readers, unabridged short stories or novels, non-fiction, newspaper or magazine articles, etc. Where possible, encourage your students to follow up on their 8 fce handbook for teachers paper 1: reading

11 hobbies and interests by reading magazines about sport, cars, fashion, etc. in English. If relevant magazines are not available locally, you may be able to access them on the internet. Reading up about hobbies etc. could also lead to written articles for a class project, or short talks. Make sure your students are familiar with the format of the Reading paper. Train them to read carefully the instructions on the front page of the question paper and at the start of each task. The instructions give a brief context for each text and remind candidates what they have to do. Show your students how to fill in the answer sheet and give them practice in doing this in a timed exercise. Explain to them that they can transfer their answers after each task or at the end of the paper. When your students are familiar with the different task types, discuss with them which part(s) take them longer to complete. Following this discussion, you could work out with them possible timings for each task. Remind them that each task is worth approximately equal marks. The outcome of the discussion will also help you to decide which task types to concentrate on in future classes and where assistance is needed with developing particular reading skills. By part PART 1 Train your students to read through the text before looking at the questions. As three out of the four options are incorrect, there is no point in trying to absorb them all before tackling the text. Get your students to read each stem carefully so that they have some idea of what they need to look for. Warn your students about the risks of word spotting, that is assuming that an option must be correct simply because it contains a word that is also in the text. Students need to check that the meaning of an option is reflected in the text, not that one word is the same in both. When the questions take the form of incomplete sentences, encourage your students to read both parts of the sentence carefully. They need to check that the whole sentence matches what is written in the text and not just the phrase in option A, B, C or D. Make sure your students read texts in which opinions, ideas and attitudes are expressed, such as interviews with well-known people in which they explain how they started out in their field and what they believe helped them to be successful, or extracts from novels which focus on characters feelings. PART 2 Train your students to read through the text with the gaps in it so that they gain an overall idea of the structure of the text and the development of the writer s ideas, before starting to do the task. When your students are selecting a sentence to fill a gap, make sure that they look carefully at the information before and after the gap. Candidates sometimes make the wrong choices by selecting options which seem to fit the text before the gap, and neglecting to check that the text after the gap follows on logically. Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, for example words and phrases indicating time periods, cause and effect, exemplification, contrasting arguments, repetition, concordance of tenses, pronouns, etc. This will help them to make the correct choice between two possible sentences which seem rather similar at first sight. As in Part 1, it is important to discourage your students from relying on word spotting, that is assuming that if the same word, name, date, etc. appears in the surrounding text and one of the options, that is automatically the right sentence to fill the gap. Train them to check all the other linguistic clues carefully before making their final decision. PART 3 Your students will need practice in skimming and scanning texts quickly for specific information in order to prepare for this task. Once they have had this, it may be helpful to divide the class into teams and encourage them to race against each other. Points should be deducted for incorrect answers, to emphasise the need for accuracy as well as speed. In class, ask your students to tell you why a particular part of the text matches a prompt. This will help them to check their choices carefully. Once again, discourage them from choosing an answer on the basis of similar vocabulary alone. Give your students plenty of opportunity to read book and film reviews or articles in which a number of different people express their thoughts about their career, hobbies, etc. You could also ask students, either as a pair or group activity in class or as a homework assignment, to devise their own Part 3 task, based on texts you provide or ones that they find for themselves. Writing challenging questions for their classmates to try will help the students understand what clues they will need to look for when tackling a real Part 3 task. fce handbook for teachers paper 1: reading 9

12 PAPER 1: READING Test 1 Part 1 (questions 1 8) Part 1 You are going to read an extract from a novel. For questions 1 8, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. line 15 I shifted uncomfortably inside my best suit and eased a finger inside the tight white collar. It was hot in the little bus and I had taken a seat on the wrong side where the summer sun beat on the windows. It was a strange outfit for the weather, but a few miles ahead my future employer might be waiting for me and I had to make a good impression. There was a lot depending on this interview. Many friends who had qualified with me were unemployed or working in shops or as labourers in the shipyards. So many that I had almost given up hope of any future for myself as a veterinary surgeon. There were usually two or three jobs advertised in the Veterinary Record each week and an average of eighty applicants for each one. It hadn t seemed possible when the letter came from Darrowby in Yorkshire. Mr S. Farnon would like to see me on the Friday afternoon; I was to come to tea and, if we were suited to each other, I could stay on as his assistant. Most young people emerging from the colleges after five years of hard work were faced by a world unimpressed by their enthusiasm and bursting knowledge. So I had grabbed the lifeline unbelievingly. The driver crashed his gears again as we went into another steep bend. We had been climbing steadily now for the last fifteen miles or so, moving closer to the distant blue of the Pennine Hills. I had never been in Yorkshire before, but the name had always raised a picture of a region as heavy and unromantic as the pudding of the same name; I was prepared for solid respectability, dullness and a total lack of charm. But as the bus made its way higher, I began to wonder. There were high grassy hills and wide valleys. In the valley bottoms, rivers twisted among the trees and solid grey stone farmhouses lay among islands of cultivated land which pushed up the wild, dark hillsides. Suddenly, I realised the bus was clattering along a narrow street which opened onto a square where we stopped. Above the window of a small grocer s shop I read Darrowby Co-operative Society. We had arrived. I got out and stood beside my battered suitcase, looking about me. There was something unusual and I didn t know what it was at first. Then it came to me. The other passengers had dispersed, the driver had switched off the engine and there was not a sound or a movement anywhere. The only visible sign of life was a group of old men sitting round the clock tower in the centre of the square, but they might have been carved of stone. Darrowby didn t get much space in the guidebooks, but where it was mentioned it was described as a grey little town on the River Arrow with a market place and little of interest except its two ancient bridges. But when you looked at it, its setting was beautiful. Everywhere from the windows of houses in Darrowby you could see the hills. There was a clearness in the air, a sense of space and airiness that made me feel I had left something behind. The pressure of the city, the noise, the smoke already they seemed to be falling away from me. Trengate Street was a quiet road leading off the square and from there I had my first sight of Skeldale House. I knew it was the right place before I was near enough to read S. Farnon, Veterinary Surgeon on the old-fashioned brass nameplate. I knew by the ivy which grew untidily over the red brick, climbing up to the topmost windows. It was what the letter had said the only house with ivy; and this could be where I would work for the first time as a veterinary surgeon. I rang the doorbell. 1 As he travelled, the writer regretted his choice of A seat. B clothes. C career. D means of transport. 2 What had surprised the writer about the job? A There had been no advertisement. B He had been contacted by letter. C There was an invitation to tea. D He had been selected for interview. 3 The writer uses the phrase I had grabbed the lifeline (line 15) to show that he felt A confident of his ability. B ready to consider any offer. C cautious about accepting the invitation. D forced to make a decision unwillingly. 4 What impression had the writer previously had of Yorkshire? A It was a beautiful place. B It was a boring place. C It was a charming place. D It was an unhappy place. 5 What did the writer find unusual about Darrowby? A the location of the bus stop B the small number of shops C the design of the square D the lack of activity 6 What did the writer feel the guidebooks had missed about Darrowby? A the beauty of the houses B the importance of the bridges C the lovely views from the town D the impressive public spaces 7 How did the writer recognise Skeldale House? A The name was on the door. B It had red bricks. C There was a certain plant outside. D It stood alone. 8 How did the writer s attitude change during the passage? A He began to feel he might like living in Darrowby. B He became less enthusiastic about the job. C He realised his journey was likely to have been a waste of time. D He started to look forward to having the interview. Turn Over 10 fce handbook for teachers paper 1: reading sample paper test 1

13 PAPER 1: READING Test 1 Part 2 (questions 9 15) Part 2 You are going to read an article about a woman who is a downhill mountain-bike racer. Seven sentences have been removed from the article. Choose from the sentences A H the one which fits each gap (9 15). There is one extra sentence which you do not need to use. Mark your answers on the separate answer sheet. Downhill racer Anna Jones tells of her move from skiing to downhill mountain biking and her rapid rise up the ranks to her current position as one of the top five downhill racers in the country. At the age of seven I had learnt to ski and by fourteen I was competing internationally. When I was eighteen a close friend was injured in a ski race, and as a result, I gave up competitive skiing. To fill the gap that skiing had left I decided to swap two planks of wood for two wheels with big tyres. My first race was a cross-country race in It wasn t an amazing success. 9 After entering a few more cross-country races, a local bike shop gave me a downhill bike to try. I entered a downhill race, fell off, but did reasonably well in the end, so I switched to downhill racing. I think my skiing helped a lot as I was able to transfer several skills such as cornering and weight-balance to mountain biking. This year I m riding for a famous British team and there are races almost every weekend from March through to September. 10 In fact, there s quite a lot of putting up tents in muddy fields. Last season I was selected to represent Great Britain at both the European and World Championships. Both events were completely different from the UK race scene. 11 I was totally in awe, racing with the riders I had been following in magazines. The atmosphere was electric and I finished about mid-pack. Mountain biking is a great sport to be in. People ask me if downhill racing is really scary. I say, Yes it is, and I love it. Every time I race I scare myself silly and then say, Yeah let s do it again. When you re riding well, you are right on the edge, as close as you can be to being out of control. 12 However, you quickly learn how to do it so as not to injure yourself. And it s part of the learning process as you have to push yourself and try new skills to improve. Initially, downhill racing wasn t taken seriously as a mountain-biking discipline. 13 But things are changing and riders are now realising that they need to train just as hard for downhill racing as they would do for cross-country. The races are run over ground which is generally closer to vertical than horizontal, with jumps, drop-offs, holes, corners and nasty rocks and trees to test your nerves as well as technical skill. At the end of a run, which is between two and three minutes in this country your legs hurt so much they burn. 14 But in a race, you re so excited that you switch off to the pain until you ve finished. A lot of people think that you need to spend thousands of pounds to give downhill mountain biking a go. 15 A reasonable beginner s downhill bike will cost you around 400 and the basic equipment, of a cycle helmet, cycle shorts and gloves, around 150. Later on you may want to upgrade your bike and get a full-face crash helmet, since riders are now achieving speeds of up to 80 kilometres per hour. A B C D I ve fallen off more times than I care to remember. I usually have to stop during practice sessions. The courses were twice as long and the crowds were twice as big. I m not strong enough in my arms, so I ve been doing a lot of upper-body training this year. E F G H The attitude was: how much skill do you need to sit on a saddle and point a bike in the same direction for a few minutes? I finished last, but it didn t matter as I really enjoyed it. Nothing could be further from the truth. It s not all stardom and glamour, though. Turn Over fce handbook for teachers paper 1: reading sample paper test 1 11

14 PAPER 1: READING Test 1 Part 3 (questions 16 30) Part 3 You are going to read a magazine article about people who collect things. For questions 16 30, choose from the people (A D). The people may be chosen more than once. Mark your answers on the separate answer sheet. Which person had to re-start their collection? 16 has provided useful advice on their subject? 17 was misled by an early success? 18 received an unexpected gift? 19 admits to making little practical use of their collection? 20 regrets the rapid disappearance of certain items? 21 is aware that a fuller collection of items exists elsewhere? 22 has a history of collecting different items? 23 performed a favour for someone they knew? 24 is a national expert on their subject? 25 is aware that they form part of a growing group? 26 insists on purchasing top-quality items? 27 noticed items while looking for something else? 28 has to protect their collection from damage? 29 would like to create a hands-on display of their collection? 30 The World of Collecting A Ron Barton shares his home with about 200 sewing machines. His passion began when he was searching for bits of second-hand furniture and kept seeing beautiful old sewing machines that were next to nothing to buy. He couldn t resist them. Then a friend had a machine that wouldn t work, so she asked Barton to look at it for her. At that stage he was not an authority on the subject, but he worked on it for three days and eventually got it going. Later he opened up a small stand in a London market. Most people seemed uninterested. Then a dealer came and bought everything I d taken along. I thought, Great! This is my future life. But after that I never sold another one there and ended up with a stall in another market which was only moderately successful. Nowadays, he concentrates on domestic machines in their original box containers with their handbooks. He is often asked if he does any sewing with them. The answer is that, apart from making sure that they work, he rarely touches them. B As a boy, Chris Peters collected hundreds of vintage cameras, mostly from jumble sales and dustbins. Later, when the time came to buy his first house, he had to sell his valuable collection in order to put down a deposit. A few years after, he took up the interest again and now has over a thousand cameras, the earliest dating from Now Peters just cannot stop collecting and hopes to open his own photographic museum where members of the public will be able to touch and fiddle around with the cameras. Whilst acknowledging that the Royal Camera Collection in Bath is probably more extensive than his own, he points out that so few of the items are on show there at the same time that I think my own personal collection will easily rival it. C D Sylvia King is one of the foremost authorities on plastics in Britain. She has, in every corner of her house, a striking collection of plastic objects of every kind, dating from the middle of the last century and illustrating the complex uses of plastic over the years. King s interest started when she was commissioned to write her first book. In order to do this, she had to start from scratch; so she attended a course on work machinery, maintaining that if she didn t understand plastics manufacture then nobody else would. As she gathered information for her book, she also began to collect pieces of plastic from every imaginable source: junk shops, arcades, and the cupboards of friends. She also collects because it is vital to keep examples. We live in an age of throw-away items: taperecorders, cassettes, hair dryers they are all replaced so quickly. King s second book, Classic Plastics: from Bakelite to High Tech, is the first published guide to plastics collecting. It describes collections that can be visited and gives simple and safe home tests for identification. King admits that plastic is a mysterious substance and many people are frightened of it. Even so, the band of collectors is constantly expanding. Janet Pontin already had twenty years of collecting one thing or another behind her when she started collecting art deco fans in It happened when she went to an auction sale and saw a shoe-box filled with them. Someone else got them by offering a higher price and she was very cross. Later, to her astonishment, he went round to her flat and presented them to her. That was how it all started. There were about five fans in the shoe-box and since then they ve been exhibited in the first really big exhibition of art deco in America. The fans are not normally on show, however, but are kept behind glass. They are extremely fragile and people are tempted to handle them. The idea is to have, one day, a black-lacquered room where they can be more easily seen. Pontin doesn t restrict herself to fans of a particular period, but she will only buy a fan if it is in excellent condition. The same rule applies to everything in her house. 12 fce handbook for teachers paper 1: reading sample paper test 1

15 PART ONE PART TWO PAPER 1: READING Answer keys PART THREE Test 1 1 A 2 D 3 B 4 B 5 D 6 C 7 C 8 A 9 F 10 H 11 C 12 A 13 E 14 B 15 G 16 B 17 C 18 A 19 D 20 A 21 C 22 B 23 D 24 A 25 C 26 C 27 D 28 A 29 D 30 B fce handbook for teachers paper 1: reading answer keys for test 1 13

16 PAPER 1: READING Test 2 Part 1 (questions 1 8) Part 1 You are going to read a magazine article about a company called Holiday on Ice, which puts on iceskating shows. For questions 1 8, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. Holiday on Ice What is the secret of Holiday on Ice s long-lasting success? Hilary Rose reports At 7pm on a dark, cold November evening, thousands of people are making their way across a vast car park. They re not here to see a film, or the ballet, or even the circus. They are all here for what is, bizarrely, a global phenomenon: they are here to see Holiday on Ice. Given that most people don t seem to be acquainted with anyone who s ever been, the show s statistics are extraordinary: nearly 300 million people have seen Holiday on Ice since it began in 1943; it is the most popular live entertainment in the world. But what does the production involve? And why are so many people prepared to spend their lives travelling round Europe in caravans in order to appear in it? It can t be glamorous, and it s undoubtedly hard work. The backstage atmosphere is an odd mix of gym class and workplace. A curtained-off section at the back of the arena is laughably referred to as the girls dressing room, but is more accurately described as a corridor, with beige, cracked walls and cheap temporary tables set up along the length of it. Each girl has a small area littered with pots of orange make-up, tubes of mascara and long false eyelashes. As a place to work, it must rank pretty low down the scale: the area round the ice-rink is grey and mucky with rows of dirty blue and brown plastic seating and red carpet tiles. It s an unimpressive picture, but the show itself is an unquestionably vast, polished global enterprise: the lights come from a firm in Texas, the people who make the audio system are in California, but Montreal supplies the smoke effects; former British Olympic skater Robin Cousins is now creative director for the company and conducts a vast master class to make sure they re ready for the show s next performance. The next day, as the music blares out from the sound system, the cast start to go through their routines under Cousins direction. Cousins says, The aim is to make sure they re all still getting to exactly the right place on the ice at the right time largely because the banks of lights in the ceiling are set to those places, and if the skaters are all half a metre out they ll be illuminating empty ice. Our challenge, he continues, is to produce something they can sell in a number of countries at the same time. My theory is that you take those things that people want to see and you give it to them, but not in the way they expect to see it. You try to twist it. And you have to find music that is challenging to the skaters, because they have to do it every night. It may be a job which he took to pay the rent, but you can t doubt his enthusiasm. The only place you ll see certain skating moves is an ice show, he says, because you re not allowed to do them in competition. It s not in the rules. So the ice show world has things to offer which the competitive world just doesn t. Cousins knows what he s talking about because he skated for the show himself when he stopped competing he was financially unable to retire. He learnt the hard way that you can t put on an Olympic performance every night. I d be thinking, these people have paid their money, now do your stuff, and I suddenly thought, I really can t cope. I m not enjoying it. The solution, he realised, was to give 75 per cent every night, rather than striving for the sort of twice-a-year excellence which won him medals. To be honest, for those of us whose only experience of ice-skating is watching top-class Olympic skaters, some of the movements can look a bit amateurish, but then, who are we to judge? Equally, it s impossible not to be swept up in the whole thing; well, you d have to try pretty hard not to enjoy it. line 69 1 What surprises the writer about the popularity of Holiday on Ice? A The show has not changed since it started. B Few people know someone who has seen it. C Ice-skating is not generally a popular hobby. D People often say they prefer other types of show. 2 The writer describes the backstage area in order to show A the conditions that the skaters put up with. B the type of skater that the show attracts. C how much fun the cast have during their work. D how much preparation is needed for a performance. 3 What does the writer highlight about the show in the third paragraph? A the need for a higher level of professional support B the difficulty of finding suitable equipment C the range of companies involved in the production D the variety of places in which the show has been staged 4 For Robin Cousins, the key point when rehearsing skating routines is A the movement of the lights. B keeping in time with the music. C filling all available space on the ice. D the skaters positions on the ice. 5 Cousins believes that he can meet the challenge of producing shows for different audiences A by varying the routines each night. B by adapting movements to suit local tastes. C by presenting familiar material in an unexpected way. D by selecting music that local audiences will respond to. 6 What does Cousins suggest in paragraph 5 about skating in shows? A It allows skaters to try out a range of ideas. B It enables skaters to visit a variety of places. C It can be as competitive as other forms of skating. D It is particularly well paid. 7 What is meant by the hard way in line 69? A through making a lot of errors B through difficult personal experience C by over-estimating the ability of others D by misunderstanding the expectations of others 8 What conclusion does the writer draw about Holiday on Ice? A It is more enjoyable to watch than formal ice-skating. B It requires as much skill as Olympic ice-skating. C It is hard to know who really enjoys it. D It is difficult to dislike it. Turn Over 14 fce handbook for teachers paper 1: reading sample paper test 2

17 PAPER 1: READING Test 2 Part 2 (questions 9 15) Part 2 You are going to read a newspaper article about a woman who spent last year as a judge for the British Theatre Awards. Seven sentences have been removed from the article. Choose from the sentences A H the one which fits each gap (9 15). There is one extra sentence which you do not need to use. Mark your answers on the separate answer sheet. Mrs Hart amateur theatre critic Who judges the British Theatre Awards? James Pickard finds out. Elisabeth Hart went to the theatre in London 55 times last year. She read 55 programmes, saw 55 curtains rise and ate an undisclosed number of ice creams. On top of that, she had to write page after page of notes on each visit. However, she is not a professional theatre critic. She is an ordinary member of the public on the judging panel of this year s British Theatre Awards. Mrs Hart was one of four theatre-lovers chosen to judge all new drama productions (excluding musicals) last year. 9 Mrs Hart thinks this was a good system. It s important to have amateurs playing a part in the decisions, she says. It stops the awards appearing to have been fixed like some others. And if a play wins an award, the public know that it s been approved by people with no axe to grind. Mrs Hart is extremely enthusiastic about the theatre. The year before last I went to over 30 plays, she says, and they were a complete mixed bag. 10 It began with an application form left on a foyer shelf by the Society of London Theatre, which organises the awards. She filled it in, added a short theatre review, and was selected from several hundred applicants. They were looking for people with a very wide taste in theatre, she explains. I always enjoyed acting in plays when I was young, and as a student in London, I regularly bought cheap standing tickets for West End productions. Being a judge was hard work, though. 11 But I never got sick of it. Even the plays I didn t like always had some redeeming qualities. She could never sit back and relax, though, because she had to make hefty notes on everything. 12 It wasn t just the actors we were judging, but also costume design, direction, lighting and script twelve categories in all. But I still enjoyed it. It felt like an enormous privilege. 13 'That didn t happen at all. It was all very civilised and friendly, says Mrs Hart. We were listened to and our votes were all equal. Theatre critics, of course, are known for their power to make or break a play. 14 I wasn t treated differently at all, although one receptionist did optimistically describe me as looking as if I was keen to enjoy my evening. 15 It is bursting with talent on all fronts, from playwriting to direction, and there are plenty of innovative developments in productions. I personally think new writing should be encouraged. But overall, theatre is definitely alive and kicking. A B C D Having to take this approach meant that she couldn t let her concentration slip at any time. In this situation there is surely a danger of the professional critics dominating the discussions. Regular theatre-goers usually disagree with some of their judgements, of course, and Mrs Hart is no exception. They were part of a panel that also included five professional theatre critics. E F G H Her appointment was therefore something of a dream come true for her. The experience has left Mrs Hart optimistic about the state of British theatre. In one week alone, her duties involved her reviewing as many as seven plays. So did management show her enormous respect? Turn Over fce handbook for teachers paper 1: reading sample paper test 2 15

18 PAPER 1: READING Test 2 Part 3 (questions 16 30) Part 3 You are going to read an article in which four people describe their best teacher. For questions 16 30, choose from the people (A D). The people may be chosen more than once. Mark your answers on the separate answer sheet. Which person had a teacher who taught more than one member of the same family? 16 might have preferred their pupil to choose a different career? 17 was popular with all the pupils? 18 had to overcome a disadvantage when teaching? 19 made contact after their pupil left school? 20 taught in an unusual physical position? 21 changed their pupils behaviour? 22 became their teacher as a result of a personal contact? 23 developed their pupils physical and mental skills? 24 pointed their pupil in the direction of a successful career? 25 demonstrated a sense of humour? 26 decided what to teach by responding to their pupil s interests? 27 showed what was necessary instead of talking about it? 28 was also doing another job? 29 put an emphasis on what pupils expressed, not the way they expressed it? 30 A B My best teacher Veronique Tadjo Tae Kwon Do is a martial art which has become popular as a sporting activity in recent years. I started learning it in the Ivory Coast in Africa when I was about 13, and later became the country s first black belt. My teacher, Kim Young Tae, had been sent by the Tae Kwon Do federation in Korea to open a club. It was very successful. When he arrived he didn t know a word of French so he used to demonstrate rather than explain. At the time my brother and I started learning Tae Kwon Do, we were fighting like mad. But we quickly understood we had to stop fighting because we realised that fighting was about self-defence, not aggression. Tae Kwon Do teaches you to control your anger and control your body. It is very good for your memory, co-ordination and self-discipline. And you are acquiring a philosophy. Later on, Kim opened a restaurant and then moved back to Korea. We had a very friendly relationship, but somehow I feel like I was a disappointment to him. He thought I had a future in the sport. But when I was 17 I decided it was not what I wanted to do. Helen Mirren Everyone loved Miss Welding. She taught me between the ages of 13 and 17 and was instrumental in my becoming an actress. She knew I was interested in acting, but it just wasn t an option in my world. My father was a driving examiner and I wasn t exposed to acting as a career. It was Miss Welding who told me about the National Youth Theatre, which was an organisation I was unaware of. She suggested I look into it and think about going there. About ten years after I left school, when I was with the Royal Shakespeare Company and playing fairly high-profile parts, I got a letter from Miss Welding saying she was following my career with interest, but as far as I know, she never came to see me perform. She certainly never came to see me backstage. C D Nisha Ishtiak My father was editor of Pakistan s largest newspaper and he knew and liked its librarian, Atif Burkhi. Atif was well-educated and when I was about 12 my father decided I should learn more about the region s history and he chose Atif as my tutor. It turned out to be an inspired move. He would come to our house once a week to teach me, from the end of school until supper. He took me through a lot of history, but after a few lessons I got bored. I know you re being paid by my parents to teach me this stuff, I said, but there are other things in the world. He burst out laughing as he so often did and asked: What do you want to talk about then? And so we would discuss global issues and world literature. Suzanne Terry Brian Earle, my English teacher was a very intense man with thick glasses, and the fact that he taught a lot of his classes standing on his head was also seen as extremely peculiar. He taught me for just one year and it was probably one of the most creative years of my life. He didn t believe in giving marks for grammar or punctuation; he implied that the mechanics of writing were not important if you had something to say. When I wrote a short story for him called Army, he simply wrote across the bottom: 'You ve just got to keep on writing. Those few words of support had a fantastic effect on me in terms of wanting to write and be involved in writing. Brian Earle had a love of teaching and his subject. Turn Over 16 fce handbook for teachers paper 1: reading sample paper test 2

19 PAPER 1: READING Answer keys and candidate answer sheet Test 2 PART ONE PART TWO PART THREE 1 B 2 A 3 C 4 D 5 C 6 A 7 B 8 D 9 D 10 E 11 G 12 A 13 B 14 H 15 F 16 A 17 A 18 B 19 A 20 B 21 D 22 A 23 C 24 A 25 B 26 C 27 C 28 A 29 C 30 D fce handbook for teachers paper 1: reading answer keys for test 2 and candidate answer sheet 17

20 PAPER 2 WRITING GENERAL DESCRIPTION STRUCTURE AND TASKS Paper format Timing No. of parts 2. No. of questions Task types Answer format Marks The paper contains two parts. 1 hour 20 minutes. Candidates are required to complete two tasks: a compulsory one in Part 1 and one from a choice of five in Part 2. From the following: an article, an , an essay, a letter, a report, a review, a story. Each task has a given purpose and a target reader. The questions are in a booklet with lined pages for the answers. The blank pages at the back of the booklet can be used for writing notes or finishing answers, if necessary. Each question on this paper carries equal marks. PART 1 Task type QUESTION 1 and focus Writing a letter or . Focus on advising, apologising, comparing, describing, explaining, expressing opinions, justifying, persuading, recommending and suggesting. Format No. of tasks and length PART 2 Candidates are required to deal with input material of up to 160 words. This may include material taken from advertisements, extracts from letters, s, schedules, etc. One compulsory task words. Task type QUESTIONS 2 4 and focus Writing one of the following: an article, an essay, a letter, a report, a review, a story. QUESTION 5 (Question 5 has two options) Writing one of the following, based on one of two prescribed reading texts: an article, an essay, a letter, a report, a review. Varying focuses according to the task, including: advising, comparing, describing, explaining, expressing opinions, justifying, recommending. Format No. of tasks and length A situationally based writing task specified in no more than 70 words. One task to be selected from a choice of five words. 18 fce handbook for teachers paper 2: writing